From Coverage to Mastery: Reimagining Advanced Learning at Dwight-Englewood

This course serves as both an introductory survey to United States History from 1619 to the present and a critical look at the process by which societies construct “official” narratives of the past. It operates from the premise that “History is always political” (in the sense that “historians and educators make decisions about what people, texts, events, and topics are worth knowing and understanding”) and that this process can be politicized as people strive to curate a “usable past” that serves the practical needs of the present (American Historical Association). In addition to learning about the events that have shaped the United States, students will also hone historical thinking skills, become savvy analysts of contemporary historical debates, and will read and debate the works of historians and civic educators. 

Provides a strong foundation for students planning to major in science, engineering, and health professions. Topics include stoichiometry, bonding, thermodynamics, kinetics, equilibrium, and electrochemistry. Rigorous, hands-on lab investigations and inquiry-based projects allow students to analyze sustainable chemical processes. The curriculum is designed to explore green chemistry approaches and methodologies. Students will engage in rigorous, hands-on laboratory investigations, including inquiry-based learning activities, case studies, and projects. These practices will allow students to critically analyze processes that minimize hazardous substances, maximize the use of renewable resources and reduce environmental impact.

Will examine the profound impact of the Roman emperors on the literature of their time.  Moving from the Golden to the Silver Age, students will read unadapted poetry and prose to explore how Roman authors navigated propaganda, censorship, and patronage under absolute rule.  By contrasting the foundational myths of the Augustan age (seen through Vergil and Suetonius) with the darker social realities and historical critiques of later dynasties (seen through Tacitus and Martial), students will develop college-level translation skills while analyzing how literature is used both to build and to dismantle the image of the autocrat.  

This course will be a research-based examination of the nervous system and the neurology behind consciousness, learning, memory, language, personality, and intelligence. It will also explore the field of social and abnormal psychology. Students will be expected to read, interpret and apply research articles, and demonstrate an applied understanding of the terms through short free-response answers using a plethora of psychological concepts.

The AP Studio Art program stands alone as an inquiry and process-based course. The instructor has genuine autonomy over how students spend their time and prepare for the exam. And, the nature of the exam is grounded in personal inquiry and the process of creating art - not just the product. Finally, the exam provides the only nationally standardized and externally moderated portfolio assessment that students aspiring to participate in a university-level art program usually need for their applications. All of that said, the AP Studio Art program is aligned with our pedagogical and philosophical goals as an institution and will therefore remain in place beyond the sunsetting of the remainder of the program.

Academic rigor remains a priority of the School and will be protected in this transition in order to ensure that a Dwight-Englewood education remains a prestigious and worthwhile investment in a child’s development. The Advanced Studies courses that replace them will be more authentically rigorous and better prepare students for learning beyond D-E. 

Dwight-Englewood is highly regarded by top universities in the country and our College Counseling Office has both depth and breadth of experience in supporting our students through this process. Feedback from college and university admissions leaders has confirmed that if a school does not offer AP courses, students won’t be expected to have taken them. D-E is also in good company with as many peer schools like Fieldston, Horace Mann, Riverdale, Spence, and Packer Collegiate moved away from APs many years ago. 

Janine Whitman, Director of Learning Support, shared the following about the move away from APs, “A pillar of strong pedagogy is the ability for educators to be in tune and responsive to the needs of the students in front of them. Year to year, the best educators adapt their pacing, curricular foci, and methods of instruction based on what their learners need to thrive. This agility is critical for supporting students with diverse learning profiles, where mastering foundational skills requires flexible timing, varied instructional approaches, and deep, targeted engagement, rather than a rush to get through the syllabus. By unlocking our curriculum from the rigid constraints and rapid pace of the AP framework, our faculty gain the freedom to provide more inclusive instruction. This offers the opportunity to create an environment where every learner has the time, flexibility, and support to achieve mastery and confidence with complex concepts and skills.”

Rather than the month of May being dedicated to a barrage of tests, we will be able to reclaim instructional time and consider new spring programs that focus on service, travel, and real-world experience. Perhaps more importantly for our seniors, we will be able to design a more meaningful and memorable final month of their time here at D-E. 

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D-E will continue to offer a variety of courses in each department in order to meet the interests and strengths of our diverse student population. Honors courses will continue to operate as they have while the highest level courses offered will be titled as “Advanced Studies” courses.

Yes. Most of our peer schools shifted away from the AP program many years ago. This includes Fieldston, Dalton, Horace Mann, Brearley, Collegiate, Spence, Chapin, Nightingale-Bamford, Calhoun, Packer Collegiate, Brooklyn Poly Prep, Riverdale Country School, and Berkeley Carroll. The Masters School and Hackley have also recently announced upcoming transitions away from the AP program.

While this decision has been under consideration for the better part of 15 years, Kim Lalli (Director of Academic Program & Institutional Alignment, US Principal ‘22-’26), the Department Chairs, the College Office, and the Admissions Office all worked together over the past two years to formalize a proposal that was ultimately approved by Dr. James Calleroz White (Head of School) and the Board of Trustees. 

To honor the broader needs of the Upper School and reduce disruption in May, AP testing will only be available on campus for students enrolled in the course as long as the affiliated course is being offered at the school. Students are free to independently register and sit for an AP exam should they choose. Syllabi will not be designed to support the testing and the AP label will not appear on transcripts.